Korean Association For Learner-Centered Curriculum And Instruction最新文献

{"title":"Effect of multidisciplinary team teaching education to improve nursing information literacy, evidence-based practice competency, and problem-solving ability: Based on ‘nursing information and digital convergence’","authors":"Yeon I Jung","doi":"10.22251/jlcci.2024.24.7.593","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.593","url":null,"abstract":"Objectives This study was conducted to confirm the nursing information literacy, evidence-based practice competency, and problem-solving ability of nursing students before and after education through ‘Nursing Information and Digital Convergence’ multidisciplinary team teaching education. \u0000Methods This study conducted a convenience sample of second-year nursing students at a university, and the data collection period was from March 17 to May 30, 2023. The collected data was used in R 4.2.2 version and analyzed using descriptive statistics and paired t-test according to the characteristics of the variables. The relationship between variables was analyzed using Pearson's Correlation and the sobel test after path analysis to determine the mediating effect of evidence-based practical competency in the influence on nursing information literacy and problem-solving ability in the pre and post test. For the sem function and sobel test of the lavaan package, the sobel function of the multilevel package was used. \u0000Results First, nursing information literacy, evidence-based practical competency, and problem-solving ability all showed significant increases before and after multidisciplinary team teaching. Second, the positive correlation between nursing information literacy and evidence-based practical competency, nursing information literacy and problem-solving ability, and evidence-based practical competency and problem-solving ability before and after multidisciplinary team teaching increased significantly. Third, the impact of information literacy on problem-solving ability was B=.431, which gave a significant positive influence at the p<.001 level, and the Sobel test results showed that there was a partial mediation effect at the p<.001 level. \u0000Conclusions Through this study, we were able to identify the nursing information literacy, evidence-based practical competency, and problem-solving ability of nursing students before and after teaching through the ‘Nursing Information and Digital Convergence’ multidisciplinary team teaching education. It was found that educational design for multidisciplinary team teaching education through convergence with various majors was necessary when administering nursing information-related courses. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"19 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Listing Informational texts for Korean language education","authors":"Yong-gu Jo","doi":"10.22251/jlcci.2024.24.7.721","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.721","url":null,"abstract":"Objectives The purpose of this study is to list information texts for Korean language education. \u0000Methods Four steps were taken: texts collection, evaluation, classification, and computer program implementation. \u0000Results Approximately 2,000 information texts were listed by grade bands from the 1st grade to 8th grade. \u0000Conclusions Computer program allows users to search and utilize texts for their own purposes. Users can also analyze new texts. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"37 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact on Awareness of Children Coding Education of Preparing Young Children Teachers’ Self-esteem: the mediated effect of expertise awareness","authors":"Shin Young Chae, Jiyun Won","doi":"10.22251/jlcci.2024.24.7.41","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.41","url":null,"abstract":"Objectives The purposes of this study were to examine the mediated effect of expertise awareness in the impact on awareness of children coding education of preparing young children teachers’ self-esteem. \u0000Methods The survey target were one hundred eighty-two university students in Jeollanam-do. Cronbach Coefficient was calculated to test reliability of the survey questionnaires for the collected data, and Pearson's Ratio Correlation Analysis was applied to perceive the relationship between preparing young children teachers’ self-esteem, expertise awareness, and awareness of children coding education. The third state of mediating effect analysis from Baron and Kenny (1986) was implemented to examine the mediated effect of expertise awareness in the impact on awareness of children coding education of preparing young children teachers. \u0000Results First, there was significant correlation in between preparing young children teachers’ self-esteem and awareness of children coding education. Second, there was a significant correlation between their expertise awareness and awareness of children coding education. Third, the mediated effect of expertise awareness is showed in the impact on awareness of children coding education of preparing young chkldren teachers’ self-esteem. As the results of analysis by sub-factor, a complete mediated effect of expertise awareness was appeared in necessity recognition and class operation recognition. Self-estem was not significantly predicted for study content recognition, and self-esteem and expertise awareness made static perception in the educational environment recognition while the mediated effect was not significant. \u0000Conclusions This study would be used as basic data for expanding awareness of children coding education for preparing young children teachers and developing early childhood education curriculum for theoretical learning. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"44 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Longitudinal analysis of parent-child relationships, preference for learning styles, and causal relationships of academic achievement: a multi-group analysis of genders","authors":"Young-ran Ham, Hyeri Park","doi":"10.22251/jlcci.2024.24.7.821","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.821","url":null,"abstract":"Objectives This study is to identify the longitudinal causal relationship between cooperative, competitive learning preference, and academic achievement influenced by parent-child relationship and to verify gender difference in their effects. \u0000Methods For this study, The structural equation model was conducted with the Amos program, using 5,302 students without missing values among the second, third, and fifth student data of KELS 2013. In addition, a multi- group analysis of genders was conducted to verify whether there were gender differences. \u0000Results First, in both groups, parental parenting attitudes and academic support have a positive effect on academic achievement, and interactions with parents have a significant positive effect on the preference for cooperative learning in the first and third years of middle school through indirect effects. Second, the autoregressive effects of cooperative learning preference, competitive learning preference, and academic achievement were positively significant, and the effect was greater in the female group than in the male group. Third, in both groups, academic achievement at the previous time had a positive effect on the preference for competitive learning at the next time. \u0000Conclusions The stability of academic achievement was confirmed, and the result that students with higher academic achievement had higher competitive learning preference suggests that it is a competitive educational reality for academic achievement. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"62 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Contents Analysis of Nursing Students’ Experiences of Practice in a Long-term Care Hospital","authors":"Hyun-Ju Lee","doi":"10.22251/jlcci.2024.24.7.761","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.761","url":null,"abstract":"Objectives This study is intended to explore nursing students’ experiences of practice in a long-term care hospital by analyzing the self reflective journals written by nursing students after practice. The intent is to describe and understand students’ perspectives on their major practice experiences. \u0000Methods A content analysis method was employed to analyze the reflective journals written by 97 fourth-year nursing students who completed five days in a long-term care hospital practicum between March and May 2023. \u0000Results Based on nursing students’ experiences of practice in long-term care hospital, 21 themes were placed into five categories: “Thoughts before practice,” “What I liked during practice,” “Difficulties during practice,” “What could have been better during practice,” and “What I learned through practice.” \u0000Conclusions This study’s results offered an insight into nursing students’ experiences of practice in a long-term care hospital. The findings underscore the necessity of efforts to standardize the gerontological nursing curriculum for nursing students along with the efficient operation of gerontological nursing practice. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"240 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Validation of Satisfaction with Academic Department Scale (SADS) for University Students: Measurement Invariance by Gender and Major Field","authors":"Eunkyo Jung","doi":"10.22251/jlcci.2024.24.7.411","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.411","url":null,"abstract":"Objectives This study aims to develop Satisfaction with Academic Department Scale (SADS) and testing measurement invariance by gender and major field for university students in South Korea. \u0000Methods The survey dataset of 1,775 students was randomly split into two samples. One of them was used for exploratory factor analysis, and the other one was used for confirmatory factor analysis. \u0000Results The results of the exploratory factor analysis indicated that SADS consisted of four factors (i.e.,‘course satisfaction’, ‘relationship satisfaction’, ‘perception satisfaction’, ‘general satisfaction’). The confirmatory factor analysis confirmed that the SADS consisted of 4 factors with 20 items in satisfactory model fit indices. Moreover, measurement invariance by gender and major field (humanities⋅social science/natural sciences⋅engineering/ arts⋅physical education) were strictly supported. The internal consistencies of the items for each sub-factor of SADS were also reliable. \u0000Conclusions It is expected that SADS will be useful instrument to measure the satisfaction with academic department for university students regardless of gender and major field. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"41 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140700392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of self-esteem and self-esteem stability on the relationship between self-presentation motivation and social anxiety of high school students","authors":"ki soon Choi","doi":"10.22251/jlcci.2024.24.7.579","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.579","url":null,"abstract":"Objectives The purpose of this study is to check whether self-esteem and self-esteem stability have a moderating effect on the effect of self-presentation motivation of high school students on social anxiety. \u0000Methods To this end, 519 men and women from six high schools in Seoul and Gyeonggi-do were surveyed using the self-presenting motivation scale, youth social anxiety scale, self-esteem scale, and self-esteem stability scale, and correlation analysis and regression analysis were conducted using SPSS 18.0 and PROCESS macro 3.3. \u0000Results First, the research results of this study showed significant correlations between self-presentation motivation, social anxiety, self-esteem, and self-esteem stability. Self-presentation motivation showed a positive correlation with social anxiety, and negative correlation with self-esteem and self-esteem stability. Social anxiety and self-esteem, social anxiety and self-esteem stability showed negative correlations. Self-esteem and self-esteem stability showed a positive correlation. Second, self-presentation motivation, self-esteem, and self-esteem stability directly affected social anxiety of high school students. Third, in the relationship between self-presentation motivation and social anxiety, self-esteem showed a significant moderating effect, and self-esteem stability did not. \u0000Conclusions Understand the effect of high school students' self-presentation motivation on the occurrence of social anxiety, and use it in counseling scenes by referring to the moderating effect of self-esteem and the characteristics of self-esteem volatility of high school students. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Phenomenological Study on the generative AI using experience and recognition of High school Students","authors":"YangJin Noh, Dongseong Park","doi":"10.22251/jlcci.2024.24.7.557","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.557","url":null,"abstract":"Objectives The purposes of this study were to explore the experience and recognition of adolescents using generative AI. \u0000Methods In-depth interview was conducted with 14 teenagers who are attending high school, located in A city B county, C city, using Colaizzi’s phenomenological research method. 14 teenagers have experience using gernative AI. \u0000Results The results, 3 essential themes, 6 sub-categories was found. Three essential themes were ‘imperfect learning guide’, ‘existing of utopia and dystopia’, ‘ambiguous using range of generative AI’. And six sub-categories were ‘the limitation of inorganic object’, ‘the third learning guide’, ‘change in human being life’, ‘new opportunity provision’, ‘guide absence of the ethics using’, ‘distancing of generative AI using’. \u0000Conclusions The discussion on AI literacy for adolescent is as follows. First, provide the education about accurate asking to generative AI. Second, provide the enthical using guide. Third, provide the education about the generative AI system machanism. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"37 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Teachers in the field of Life Guidance for the Practice of Inclusive Educational Welfare","authors":"Hyunjoo Lee, Ji Hoon Song","doi":"10.22251/jlcci.2024.24.7.607","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.607","url":null,"abstract":"Objectives The purpose of this study is to examine the roles and scope of teachers as inclusive educational welfare practitioners in addition to their roles as subject-matter experts, aiming to alleviate the deepening educational disparities in the rapidly changing educational environment. \u0000Methods To achieve this, a focus group interview (FGI) was conducted with a total of nine teachers divided into two groups: elementary school teachers and middle/high school teachers. \u0000Results The detailed topics included (1) teachers' perceptions of inclusive educational welfare, (2) teachers' perceptions of the roles in practicing inclusive educational welfare in the area of life guidance, (3) teachers' roles and scope in the area of life guidance for practicing inclusive educational welfare, and (4) support measures for teachers in practicing inclusive educational welfare in the areas of life guidance. The research results revealed that the roles and scope of teachers in the area of life guidance for supporting student growth are unclear, and there are differences in the stages and levels of practicing educational welfare across school levels. However, there was a consensus that teachers are the main agents in implementing educational welfare practices within the school. \u0000Conclusions Based on these findings, the study suggests establishing the identity of teachers' roles in the area of life guidance required for inclusive educational welfare and proposing support measures to effectively guide students. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discussing the implications of the Bovill & Bulley’s model of student participation in curriculum design for the 2022 revised curriculum","authors":"Ji-seong Yoon, Jae-ill Lim","doi":"10.22251/jlcci.2024.24.7.375","DOIUrl":"https://doi.org/10.22251/jlcci.2024.24.7.375","url":null,"abstract":"Objectives This study was motivated by the lack of curriculum materials or study that focus on the student engagement curriculum emphasized in the 2022 revised curriculum and provide a model for its implementation. The purpose of this study is to discuss the implications of Bovill & Bulley's model of student participation curriculum for the 2022 revised curriculum. \u0000Methods we reviewed domestic and international student engagement curriculum studies and the student engagement curriculum policy of the 2022 revised curriculum, and analyzed the Bovill & Bulley’s student participation curriculum model and the series of studies that led to its development to analyze the features and significance of the Bovill & Bulley model and its implications for the 2022 revised curriculum. \u0000Results We found that the Bovill & Bulley’s model was developed based on Arnstein's (1969) ladder of citizen participation and is inherently focused on decentralization. It also provides more specific and detailed steps and examples than other studies, and previous research has confirmed the need for contextualized autonomy and institutional support and endorsement for student participation. \u0000Conclusions This implies implications for the 2022 revised curriculum, highlighting the need for curriculum-level support for school curriculum design and implementation, the necessity to ensure teacher autonomy in the operation of student participatory curriculum, and the institutional and policy-based assurance of sufficient time and physical conditions for new curriculum development. \u0000","PeriodicalId":414671,"journal":{"name":"Korean Association For Learner-Centered Curriculum And Instruction","volume":"43 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}